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researched historical investigation to be developed and refined."},{"text":"A timed written examination.","correct":false,"explanation":"Y100 is not written under controlled, timed conditions. It is a non-exam assessment completed through independent research and extended historical writing."},{"text":"An externally examined essay.","correct":false,"explanation":"Although Y100 is assessed by OCR after internal marking and moderation, the work itself is a non-exam assessment rather than an externally examined essay."},{"text":"An oral historical presentation.","correct":false,"explanation":"Y100 requires a sustained written historical investigation, not a spoken presentation. It is classified as a non-exam assessment."}]},{"id":"c87234dd-dcb2-468a-b246-d8253ac6f167","cardType":"cloze","points":null,"front":"Y100 is a [ ] historical essay based on [ ].","back":"Y100 is a 3000-4000 word historical essay based on your own research.","mcqOptions":[{"text":"Y100 is a 3000-4000 word historical essay based on your own research.","correct":true,"explanation":"The Y100 investigation is an extended essay of 3000-4000 words, developed from the learner’s own selection and investigation of relevant historical material."},{"text":"Y100 is a 2000-3000 word historical essay based on your own research.","correct":false,"explanation":"This understates the required essay length. Y100 should be 3000-4000 words and should remain based on the learner’s own research."},{"text":"Y100 is a 3000-4000 word historical essay based on a prescribed source booklet.","correct":false,"explanation":"Y100 is not built around a prescribed source booklet. The 3000-4000 word essay must instead be based on the learner’s own research."},{"text":"Y100 is a 1000-1500 word historical essay based on pre-selected classroom sources.","correct":false,"explanation":"This combines an examination-style word limit with prescribed material. Y100 is a 3000-4000 word essay based on the learner’s own research."}]},{"id":"49d03b90-8f48-4580-bc7e-d46f089dc5b4","cardType":"basic","points":1,"front":"Which Y100 assessment objective carries half the marks?","back":"AO1 - historical knowledge, selection and judgement.","mcqOptions":[{"text":"AO1 - historical knowledge, selection and judgement.","correct":true,"explanation":"AO1 assesses the accurate and relevant use of historical knowledge, together with the selection, organisation and judgement needed to construct an argument. It carries half the marks."},{"text":"AO2 - analysis and evaluation of primary sources.","correct":false,"explanation":"AO2 concerns the analysis and evaluation of primary source material, but it does not carry half the Y100 marks. AO1 does, assessing knowledge, selection and judgement."},{"text":"AO3 - analysis and evaluation of interpretations.","correct":false,"explanation":"AO3 assesses engagement with historians’ interpretations, not the half-weighted knowledge and argument component. AO1 carries half the marks through historical knowledge, selection and judgement."},{"text":"AO4 - historical communication and organisation.","correct":false,"explanation":"Y100 is assessed through AO1, AO2 and AO3 rather than a separate AO4 for presentation. AO1 carries half the marks for knowledge, selection and judgement."}]},{"id":"e6b9fa96-5a5c-418d-a1d9-5d83da5bb9ed","cardType":"cloze","points":null,"front":"In Y100, primary-source evaluation is [ ], while historians' interpretations are [ ].","back":"In Y100, primary-source evaluation is AO2, while historians' interpretations are AO3.","mcqOptions":[{"text":"In Y100, primary-source evaluation is AO2, while historians' interpretations are AO3.","correct":true,"explanation":"AO2 assesses how primary sources are analysed and evaluated, whereas AO3 assesses the analysis and evaluation of historians’ interpretations of the past."},{"text":"In Y100, primary-source evaluation is AO3, while historians' interpretations are AO2.","correct":false,"explanation":"This reverses the two source-based objectives. Primary-source evaluation is assessed under AO2, while engagement with historians’ interpretations is assessed under AO3."},{"text":"In Y100, primary-source evaluation is AO1, while historians' interpretations are AO3.","correct":false,"explanation":"AO1 assesses historical knowledge, selection and judgement rather than primary-source evaluation. Primary sources belong to AO2, while historians’ interpretations belong to AO3."},{"text":"In Y100, primary-source evaluation is AO2, while historians' interpretations are AO1.","correct":false,"explanation":"AO1 covers historical knowledge and argument, not historians’ interpretations. Primary-source evaluation is AO2, and evaluation of historians’ interpretations is AO3."}]},{"id":"b3d142c1-9839-4ee1-a024-a9bd2bfd5ed6","cardType":"basic","points":1,"front":"What should sources and interpretations help the Y100 argument reach?","back":"A supported judgement.","mcqOptions":[{"text":"A supported judgement.","correct":true,"explanation":"Sources and interpretations should be selected and evaluated for their contribution to the argument, enabling the essay to reach a judgement supported by relevant evidence."},{"text":"A chronological narrative.","correct":false,"explanation":"A chronological narrative may recount events but does not necessarily answer the question analytically. Sources and interpretations should instead help establish a supported judgement."},{"text":"A descriptive source summary.","correct":false,"explanation":"Summarising evidence does not show how it supports an answer to the question. Sources and interpretations must be evaluated and used to reach a supported judgement."},{"text":"A neutral middle position.","correct":false,"explanation":"The goal is not to compromise between every possible view, since evidence may favour one argument. Sources and interpretations should lead to a supported judgement."}]},{"id":"86bab5f4-9936-438b-b62a-08cf579238bc","cardType":"basic","points":1,"front":"In OCR Y100, what does a \"range\" of material mean?","back":"10-15 total items, including sources and interpretations.","mcqOptions":[{"text":"10-15 total items, including sources and interpretations.","correct":true,"explanation":"OCR treats a suitable range as approximately 10-15 items altogether. That total combines the primary sources and historians’ interpretations selected for evaluation."},{"text":"4-8 total items, including sources and interpretations.","correct":false,"explanation":"This is too narrow to demonstrate the expected range of evidence. OCR guidance indicates 10-15 total items across both sources and interpretations."},{"text":"20-25 total items, including sources and interpretations.","correct":false,"explanation":"This overstates the expected range and risks replacing focused evaluation with excessive coverage. OCR indicates 10-15 total items across sources and interpretations."},{"text":"10-15 items per category, including sources and interpretations.","correct":false,"explanation":"This mistakenly treats the guidance as applying separately to each category, producing 20-30 items. The expectation is 10-15 total items across both categories."}]},{"id":"dbe16e71-8ed9-4f46-b92f-3c0e8ef9fffc","cardType":"cloze","points":null,"front":"For top-level selection, evaluate at least [ ] and [ ].","back":"For top-level selection, evaluate at least four primary sources and four secondary interpretations.","mcqOptions":[{"text":"For top-level selection, evaluate at least four primary sources and four secondary interpretations.","correct":true,"explanation":"Top-level selection requires evaluation of at least four primary sources and four secondary interpretations, ensuring sufficient range across both kinds of historical material."},{"text":"For top-level selection, evaluate at least three primary sources and four secondary interpretations.","correct":false,"explanation":"Three primary sources fall below the stated minimum for top-level selection. At least four primary sources and four secondary interpretations should be evaluated."},{"text":"For top-level selection, evaluate at least four primary sources and two secondary interpretations.","correct":false,"explanation":"Two interpretations do not provide the required breadth of secondary scholarship. Top-level selection requires at least four primary sources and four secondary interpretations."},{"text":"For top-level selection, evaluate at least six primary sources and six secondary interpretations.","correct":false,"explanation":"Six of each may be used, but it is not the stated minimum and could encourage unnecessary quantity. The threshold is four primary sources and four secondary interpretations."}]},{"id":"9c15e32f-e286-488a-87a8-3e5fdbe95b4c","cardType":"cloze","points":null,"front":"Strong selection works from the [ ] outwards, not from interesting material inwards.","back":"Strong selection works from the essay question outwards, not from interesting material inwards.","mcqOptions":[{"text":"essay question","correct":true,"explanation":"Beginning with the essay question ensures that every source and interpretation is selected for its relevance and usefulness to the argument being constructed."},{"text":"source collection","correct":false,"explanation":"Starting with a source collection encourages material-led description rather than purposeful selection. Strong selection begins with the essay question and then identifies relevant evidence."},{"text":"chosen historian","correct":false,"explanation":"Organising selection around one historian can narrow the investigation and privilege a single interpretation. The essay question should determine which historians and materials are relevant."},{"text":"initial conclusion","correct":false,"explanation":"Starting from an initial conclusion risks selecting evidence merely to confirm a predetermined view. Selection should begin with the essay question and support genuine evaluation."}]},{"id":"c3ceb5ec-bb73-41c2-9f22-8db39d1a21b2","cardType":"cloze","points":null,"front":"A primary source comes from the [ ] or someone [ ].","back":"A primary source comes from the period being studied or someone directly connected to the events.","mcqOptions":[{"text":"A primary source comes from the period being studied or someone directly connected to the events.","correct":true,"explanation":"Primary sources originate in the period under investigation or are produced by people directly involved in its events, giving historians contemporary or first-hand evidence."},{"text":"A primary source comes from the period immediately afterwards or someone researching the events much later.","correct":false,"explanation":"Sources created after the period by detached researchers are generally secondary sources. A primary source comes from the period studied or from someone directly connected to the events."},{"text":"A primary source comes from the official historical archive or someone indirectly informed about the events.","correct":false,"explanation":"Being stored in an archive does not make evidence primary, while indirect knowledge is not first-hand involvement. Primary sources come from the studied period or someone directly connected to events."},{"text":"A primary source comes from the modern published record or someone professionally interpreting the events.","correct":false,"explanation":"Modern publication and expert interpretation are features often associated with secondary works. Primary status depends on originating in the period or having a direct connection to its events."}]},{"id":"03f93fe6-8e98-4f95-8982-49d6180c1855","cardType":"basic","points":2,"front":"Why can a biased source still be useful?","back":"It can reveal motive, propaganda or political pressure.","mcqOptions":[{"text":"It can reveal motive, propaganda or political pressure.","correct":true,"explanation":"Bias provides evidence about what an author wanted an audience to believe, revealing motives, propaganda techniques and the political pressures shaping the source."},{"text":"It can guarantee accuracy, neutrality or political independence.","correct":false,"explanation":"Bias does not guarantee factual accuracy, neutrality or freedom from influence. Its value instead lies in revealing motive, propaganda or political pressure surrounding its production."},{"text":"It can establish typicality, completeness or public agreement.","correct":false,"explanation":"Bias cannot prove that an account represents everyone or gives a complete picture. It remains useful because it can expose motive, propaganda or political pressure."},{"text":"It can confirm chronology, causation or historical consensus.","correct":false,"explanation":"A biased source does not automatically confirm chronology, causation or historical consensus. Its slant can instead reveal the author’s motive, propaganda or contemporary political pressure."}]},{"id":"4dce52a1-b45e-46f1-aa3e-daf5c1e7a78d","cardType":"basic","points":1,"front":"When deciding if a source helps answer your question, what are you judging?","back":"Its usefulness or convincingness.","mcqOptions":[{"text":"Its usefulness or convincingness.","correct":true,"explanation":"The central judgement is how effectively the source addresses the enquiry and how persuasive its evidence is, expressed as its usefulness or convincingness."},{"text":"Its authorship or publication.","correct":false,"explanation":"Authorship and publication format are features of provenance, not the overall judgement about answering an enquiry. That judgement concerns the source’s usefulness or convincingness."},{"text":"Its popularity or memorability.","correct":false,"explanation":"Popularity and memorability do not determine whether historical evidence answers an enquiry. The required judgement is about the source’s usefulness or convincingness in relation to the question."},{"text":"Its length or readability.","correct":false,"explanation":"Length and readability may affect accessibility but do not provide the required historical evaluation. You are judging the source’s usefulness or convincingness for answering the question."}]},{"id":"a34781d9-1b90-4e53-ba44-1d3be3d5b2d0","cardType":"basic","points":1,"front":"Which evaluation factor covers a source's author, date, audience, purpose and circumstances?","back":"Provenance.","mcqOptions":[{"text":"Provenance.","correct":true,"explanation":"Provenance concerns where a source comes from, including who produced it, when, for which audience, for what purpose and under what circumstances."},{"text":"Typicality.","correct":false,"explanation":"Typicality asks whether a source is representative or unusual, rather than examining its origin and production context. Author, date, audience, purpose and circumstances constitute provenance."},{"text":"Corroboration.","correct":false,"explanation":"Corroboration assesses whether other evidence supports or challenges a source. Details about its author, date, audience, purpose and circumstances belong to provenance."},{"text":"Content.","correct":false,"explanation":"Content is what a source says or shows, not the contextual information surrounding its creation. The author, date, audience, purpose and circumstances form its provenance."}]},{"id":"2e00a3e9-d490-4f60-9a3f-3668c573dbcd","cardType":"cloze","points":null,"front":"Whether a source is representative or unusual is [ ]; support or challenge from other evidence is [ ].","back":"Whether a source is representative or unusual is typicality; support or challenge from other evidence is corroboration.","mcqOptions":[{"text":"Whether a source is representative or unusual is typicality; support or challenge from other evidence is corroboration.","correct":true,"explanation":"Typicality measures how representative a source is, while corroboration tests it against other evidence to identify support, contradiction or challenge."},{"text":"Whether a source is representative or unusual is typicality; support or challenge from other evidence is provenance.","correct":false,"explanation":"Provenance concerns a source’s origins, author and production context, not comparison with other evidence. The second term should be corroboration, while representativeness is typicality."},{"text":"Whether a source is representative or unusual is corroboration; support or challenge from other evidence is typicality.","correct":false,"explanation":"The terms have been reversed: representativeness is typicality, whereas checking whether other evidence supports or challenges the source is corroboration."},{"text":"Whether a source is representative or unusual is reliability; support or challenge from other evidence is corroboration.","correct":false,"explanation":"Reliability is a broader judgement about trustworthiness, not the specific test of representativeness. That concept is typicality, while comparison with other evidence is corroboration."}]},{"id":"c015bd30-9501-4c72-bd7c-1742cff844b2","cardType":"cloze","points":null,"front":"A secondary interpretation is a historian's later [ ] based on selected and analysed [ ].","back":"A secondary interpretation is a historian's later argument based on selected and analysed evidence.","mcqOptions":[{"text":"A secondary interpretation is a historian's later argument based on selected and analysed evidence.","correct":true,"explanation":"A secondary interpretation advances a historian’s argument about the past, constructed through the selection, analysis and use of historical evidence."},{"text":"A secondary interpretation is a historian's later description based on selected and analysed facts.","correct":false,"explanation":"An interpretation is not merely a neutral description, and historians analyse evidence rather than simply collecting facts. It is an argument based on selected and analysed evidence."},{"text":"A secondary interpretation is a historian's later argument based on selected and analysed opinions.","correct":false,"explanation":"Historians may consider opinions, but a scholarly interpretation must be grounded in evidence. The first term is correctly argument, while the second should be evidence."},{"text":"A secondary interpretation is a historian's later prediction based on selected and analysed evidence.","correct":false,"explanation":"A prediction concerns what may happen in the future, whereas historical interpretation explains or evaluates the past. It is a later argument based on selected and analysed evidence."}]},{"id":"3b8cc6dd-92b7-41a7-8ec4-5d72f82e49bd","cardType":"basic","points":2,"front":"Why should interpretations not be treated as just information?","back":"They are arguments about the past.","mcqOptions":[{"text":"They are arguments about the past.","correct":true,"explanation":"Interpretations make contestable claims about the meaning, causes or significance of the past, supported by selected evidence, so they must be assessed as arguments."},{"text":"They are facts about the past.","correct":false,"explanation":"Interpretations use facts, but they are not themselves fixed facts. They are arguments about the past, shaped by historians’ questions, evidence and reasoning."},{"text":"They are opinions about the past.","correct":false,"explanation":"Calling interpretations opinions suggests unsupported personal preference. Historical interpretations are evidence-based arguments whose reasoning and use of evidence can be evaluated."},{"text":"They are summaries about the past.","correct":false,"explanation":"A summary condenses information without necessarily advancing a claim. Interpretations should be treated as arguments because historians select evidence to support particular explanations."}]},{"id":"f5e1370e-46f6-4cd0-beed-76d98ca7b769","cardType":"basic","points":1,"front":"What should historiography help you compare in Y100?","back":"Historians' differing arguments and evidence.","mcqOptions":[{"text":"Historians' differing arguments and evidence.","correct":true,"explanation":"Historiography examines how historians construct different interpretations, so comparison should focus on their arguments and the evidence chosen to support them."},{"text":"Historians' differing biographies and reputations.","correct":false,"explanation":"Personal biographies and professional reputations may provide context, but they are not historiography’s main comparative focus. Y100 requires comparison of historians’ arguments and evidence."},{"text":"Historians' differing dates and chronologies.","correct":false,"explanation":"Dates and chronologies organise historical events rather than distinguish interpretations. Historiography should help compare historians’ differing arguments and supporting evidence."},{"text":"Historians' differing styles and formats.","correct":false,"explanation":"Writing styles and publication formats may differ without producing substantive historical disagreement. Historiographical comparison centres on historians’ arguments and their use of evidence."}]},{"id":"7b1598b1-859c-4916-85d1-de8b1bafda09","cardType":"basic","points":2,"front":"Why choose interpretations that genuinely disagree?","back":"They create AO3 debate for judgement.","mcqOptions":[{"text":"They create AO3 debate for judgement.","correct":true,"explanation":"Genuine disagreement creates a clear interpretative debate, allowing the essay to compare historians’ arguments and reach a supported judgement about their relative strengths."},{"text":"They provide AO1 detail without requiring judgement.","correct":false,"explanation":"Interpretations are not chosen simply to supply factual AO1 detail. The right reason is that genuine disagreement creates AO3 debate, enabling comparison and judgement."},{"text":"They remove historical disagreement from the conclusion.","correct":false,"explanation":"Removing disagreement would reduce opportunities for evaluation rather than strengthen the conclusion. Conflicting interpretations create AO3 debate that supports a reasoned judgement."},{"text":"They guarantee source reliability through consensus.","correct":false,"explanation":"Disagreement cannot guarantee reliability, and interpretations are not evaluated solely by consensus. Contrasting views are valuable because they create AO3 debate for judgement."}]},{"id":"5c69b6e7-ebbf-4856-8c5d-2a13c95cbb32","cardType":"basic","points":2,"front":"What is the problem with four historians making broadly the same argument?","back":"Little AO3 debate, so weaker judgement.","mcqOptions":[{"text":"Little AO3 debate, so weaker judgement.","correct":true,"explanation":"Similar arguments leave little meaningful disagreement to evaluate. This limits AO3 comparison and makes it harder to develop a strong, independently reasoned judgement."},{"text":"More AO3 debate, so stronger judgement.","correct":false,"explanation":"This reverses the relationship: historians making broadly similar arguments create less, not more, interpretative debate. The resulting lack of AO3 debate weakens judgement."},{"text":"Little AO1 knowledge, so weaker explanation.","correct":false,"explanation":"The historians’ similarity does not necessarily reduce factual AO1 knowledge. The problem is limited AO3 debate, which restricts comparison and weakens the overall judgement."},{"text":"Greater source provenance, so stronger evaluation.","correct":false,"explanation":"Provenance concerns a source’s origin, not the range of historians’ arguments. Broad agreement produces little AO3 debate and therefore offers less scope for judgement."}]},{"id":"83d9b3cf-b53d-44d4-8695-b7bf86433f4d","cardType":"basic","points":2,"front":"For a question asking whether X was the main cause of Y, why collect evidence beyond X?","back":"To test other causes and avoid one-sided judgement.","mcqOptions":[{"text":"To test other causes and avoid one-sided judgement.","correct":true,"explanation":"A main-cause question requires comparison between X and alternative causes. Evidence about other causes tests X’s relative importance and supports a balanced judgement."},{"text":"To prove X alone and avoid comparative judgement.","correct":false,"explanation":"Assuming X acted alone prevents the comparison required by a main-cause question. Evidence beyond X is needed to test other causes and avoid one-sided judgement."},{"text":"To add background detail and avoid causal comparison.","correct":false,"explanation":"Background detail is not a substitute for analysing competing causes. The evidence should test other causes so X’s importance can be judged comparatively rather than asserted."},{"text":"To test Y’s consequences and avoid chronological gaps.","correct":false,"explanation":"Consequences of Y do not establish which factor mainly caused it. Evidence beyond X should examine other causes and support a balanced comparison of their importance."}]},{"id":"24589815-1208-42f2-8d78-57a22f7217cf","cardType":"basic","points":1,"front":"When is a famous source a strong choice for a Y100 essay?","back":"Only when it directly answers the specific question.","mcqOptions":[{"text":"Only when it directly answers the specific question.","correct":true,"explanation":"A source’s fame does not make it relevant automatically. It is a strong choice only if its content directly helps answer the precise question being investigated."},{"text":"Whenever it was produced by a famous individual.","correct":false,"explanation":"This mistakes reputation for relevance. A famous source is useful only when it directly addresses the specific essay question and can contribute to the argument."},{"text":"Only when it offers detailed general context.","correct":false,"explanation":"General contextual detail may support AO1, but it does not by itself justify selecting a source. The source must directly answer the specific question."},{"text":"Whenever it appears in the course textbook.","correct":false,"explanation":"Inclusion in a textbook does not guarantee relevance to the investigation. A strong source must directly address the essay’s specific question, regardless of where it appears."}]},{"id":"9bc7b0db-2670-4f5d-85ab-eec04ef5e417","cardType":"basic","points":1,"front":"If a bibliography item supports AO1 but is not fully evaluated, how can it be used?","back":"As illustrative material.","mcqOptions":[{"text":"As illustrative material.","correct":true,"explanation":"An item that supports factual AO1 but lacks full evaluation can still illustrate relevant context or evidence, provided it is not presented as a fully evaluated source."},{"text":"As fully evaluated evidence.","correct":false,"explanation":"Using it this way would overstate the analysis already completed. Without full evaluation, the item may support AO1 only as illustrative material."},{"text":"As the central interpretation.","correct":false,"explanation":"A central interpretation requires sustained analysis and evaluation, not merely AO1 support. An item that is not fully evaluated should instead be used as illustrative material."},{"text":"As proof of provenance.","correct":false,"explanation":"Provenance identifies an item’s origin and cannot be proved merely by using it. An unevaluated bibliography item may instead serve as illustrative AO1 material."}]},{"id":"4a7337d4-933c-435f-a7e5-51986c25aed2","cardType":"basic","points":1,"front":"Where must fully evaluated sources and interpretations appear?","back":"In the essay itself, not just footnotes or bibliography.","mcqOptions":[{"text":"In the essay itself, not just footnotes or bibliography.","correct":true,"explanation":"Assessment credit depends on visible analysis within the submitted argument. Fully evaluated sources and interpretations must therefore appear in the essay, not only in supporting references."},{"text":"In the bibliography only, not within the essay itself.","correct":false,"explanation":"A bibliography records consulted material but does not demonstrate evaluation. Fully evaluated sources and interpretations must appear within the essay’s argument to receive credit."},{"text":"In the footnotes only, not within the main argument.","correct":false,"explanation":"Footnotes may document references, but they cannot replace analysis in the main response. Fully evaluated material must be incorporated into the essay itself."},{"text":"In the research log, not in the submitted essay.","correct":false,"explanation":"A research log records the selection process but is not the assessed historical argument. Fully evaluated sources and interpretations must appear in the essay itself."}]},{"id":"a18d6889-7d3a-418c-abcb-fc43ae2aa055","cardType":"basic","points":2,"front":"Why keep a research log of where, why and how each item was used?","back":"To evidence independent selection.","mcqOptions":[{"text":"To evidence independent selection.","correct":true,"explanation":"Recording where an item came from, why it was chosen and how it was used demonstrates that research decisions were purposeful and independently made."},{"text":"To replace formal source evaluation.","correct":false,"explanation":"A research log documents selection decisions but cannot replace evaluation within the essay. Its key purpose is to evidence the student’s independent selection of material."},{"text":"To prove every item was useful.","correct":false,"explanation":"Research often includes items that are later rejected or used differently. The log demonstrates independent selection and decision-making, not that every item proved useful."},{"text":"To demonstrate teacher-led selection.","correct":false,"explanation":"Teacher-led selection would undermine the purpose of recording the student’s own research decisions. The log should evidence independent selection of sources and interpretations."}]},{"id":"c218ac45-286a-48a9-a21e-1329c982f606","cardType":"basic","points":2,"front":"When might a 1961 history book on the 1930s become primary evidence?","back":"When studying 1960s attitudes or memory.","mcqOptions":[{"text":"When studying 1960s attitudes or memory.","correct":true,"explanation":"Although secondary for events in the 1930s, the book is contemporary evidence for how people in the 1960s interpreted, remembered or represented that earlier period."},{"text":"When studying the events of the 1930s.","correct":false,"explanation":"A book published in 1961 is a later interpretation, not primary evidence for events in the 1930s. It becomes primary when studying 1960s attitudes or memory."},{"text":"When written by a professional historian.","correct":false,"explanation":"The author’s profession does not determine whether evidence is primary. Its status depends on the enquiry, becoming primary when used to study 1960s attitudes or memory."},{"text":"When containing accurate factual detail.","correct":false,"explanation":"Accuracy does not determine whether a source is primary or secondary. A 1961 book becomes primary evidence when the enquiry concerns 1960s attitudes or memory."}]}]}],"examCountdown":{"examDate":"2027-05-12","paperLabel":"Paper 1"},"heading":"Selection of sources and interpretations","title":"Selection of sources and interpretations Flashcards","topbar":{"backHref":"/as-level/history/ocr/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"b5f82d17-a854-5e3e-89b6-53d164e62be8","walled":"$L39"}],"$L3a","$L3b"]